The paper has by aim to analyze the recent Brazilian academic research about the school manager actions to the discussion, development and implementation of antiracist pedagogical practices in early children’s education. Therefore, it seeks to clarify the role the school manager plays in this process. Is he a protagonist or a mere educational agent? By qualitative perspective, it was done a bibliographic research in SciELO (Scientific Eletronic Library Online) and CAPES (Coordination for the Improvement of Higher Educational Personnel) databases, by which were selected papers published from 2015 to 2019 that discussed the relationship between the educational level and objective defined. The results pointed that the school manager still remains as an assistant and not as a major actor in the constitution of antiracist pedagogical practices directed at the children’s education, as well as show that many activities developed with ethnic contents were been proposed by non-school agents. As conclusion, it is possible to assert that the discussions around the matter need and must be more and more encouraged and the misunderstandings related to the attempts of denying the racism existence in schools or of trying to soften it need be effectively reshaped.